V2 Educational Services

Helping children navigate on their academic voyage

About Us

In 1988 Vicky Vachon established a small tutoring service to assist students having difficulties at school. The service grew quickly and recently V² became national serving students in the Greater Toronto and Vancouver areas as well as the surrounding suburbs.

In Toronto we have a centre on Merton St. but continue to provide in home tutoring to students who do not reside in the area serviced by the office.

We are directly affiliated with the National Institute of Direct Instruction (NIFDI), which is headed by Siegfried Engelmann, the chief author of all Direct Instruction (DI) programs.V²is the ONLY tutoring service in Canada approved by Mr. Engelmann.

The two principals at V², Dr. Vicky Vachon and Michele Davidson, together possess over 35 years of DI experience. Both have worked and continue to provide management consultant services for full school implementations of Direct Instruction curricula in elementary schools within large US cities.

 

 

About Direct Instruction

Direct Instruction (DI) was introduced in the late 60’s in the United States. It is the most successful program within the largest federally funded education research study ever conducted. The DI students in Project Follow Through experienced the most gains in all areas including academic, cognitive and social.The research with DI continues today. It is the most fully researched and field tested educational program and has been endorsed by the American Federation of Teachers, the American Educational Researchers Association and the Federal Government’s No Child Left Behind legislation.

Some DI characteristics are:

Tracks: Information is introduced in sequential building blocks, with lots of massed practice followed by distributed practice.

Mastery: Students are taught until firm, with a score of 90% indicating mastery.

Tests: In-program tests occur every 5 or 10 lessons to confirm that essential skills have been mastered.

Corrections: Specific correction procedures.

Success: DI is structured so that children succeed with lots of modeling and support, which is systematically withdrawn, so that students move from dependence to independence.